使用文學圈進行小組討論對提升國小學生閱讀興趣與閱讀理解之研究

Abstract

臺南市教育局創建布可星球（Book Planet）線上的閱讀學習平臺，鼓勵閱讀者完成實體書籍閱讀後，到此平臺對這本布可（Book）進行任務探索並獲成就積分。更能將平臺積分換成實體獎勵，透過遊戲的旨趣鼓勵學子閱讀。另一方面，文學圈討論小組教學模式在過往研究中指出除能提升學生閱讀興趣與能力外，亦能同時幫助學生在角色扮演、提問等演譯文本過程中，提升對於文本的閱讀理解能力與分享所學之興趣。因此，本研究旨在探討使用文學圈進行小組討論對提升國小學生閱讀興趣與閱讀理解的效果。研究對象包括20名國民小學三年級學生以文學圈討論教學介入作為實驗組，以及17名自己閱讀的學生作為對照組。研究使用閱讀興趣以及布可星球線上閱讀計分系統進行前後測比較。研究結果顯示，在閱讀理解能力方面，實驗組在五本書的閱讀測驗上表現出顯著的優異表現，而閱讀時間方面兩組之間並無顯著差異。透過文學圈的角色扮演和活動，學生之間的互動和溝通能力得到增強。在分享的過程中，學生有機會學習如何清晰表達問題、答案或文本內容。因此，相較於自己閱讀，文學圈討論小組教學模式能夠更好地幫助學生運用高層次的後設能力。綜合以上結果，本研究結果顯示使用文學圈進行小組討論對於提升國小學生的閱讀興趣和閱讀理解能力具有積極的影響。透過文學圈的教學模式，學生能夠增加對書籍的閱讀理解能力、提升閱讀興趣，並發展與他人互動和溝通的素養。故教育工作者可以考慮將文學圈納入課堂教學中，以促進學生閱讀成就和全面發展。The Tainan City Education Bureau has developed an online reading learning platform called"Book Planet" （布可星球）, which encourages readers to explore and gain achievement points by completing physical book readings on the platform. Moreover, these points can be exchanged for tangible rewards, thus motivating students to engage in reading through the gamified approach. On the other hand, the literature circle instructional model has been shown in previous research to enhance students' reading interest and comprehension, as well as their understanding of the text and interest in sharingtheir learning experiences through activities such as role-playing and questioning. Therefore, this study aims to investigate the effects of using literature circles for group discussions on enhancing reading interest and comprehension among elementary school students.The study included 20 third-grade students from a national elementary school as the experimental group, who received instruction using the literature circle approach, and 17 students who engaged in self-directed reading as the control group. The researchers employed measures such as reading comprehension, reading interest and the Book Planet online reading scoring system to compare pre-test and post-test results.

The results indicated that the experimental group demonstrated significantly better performance in reading comprehension across five books, while there was no significant difference between the two groups in terms of reading time. Importantly, students using the literature circle approach exhibited better skills in finding notable sentences in books and sharing them with their classmates compared to students engaged in self-directed reading. Through role-playing and activities in the literature circle, students' interaction and communication skills were enhanced. The sharing process provided opportunities for students to learn how to articulate questions, answers, or textual content clearly. Consequently, the literature circle instructional model proved to be more effective in helping students apply higher-order metacognitive skills compared to self-directed reading.

In summary, the results of this study indicate that using literature circles for group discussions has a positive impact on enhancing reading interest and comprehension among elementary school students. Through the literature circle instructional model, students can improve their understanding of books and develop interpersonal interaction and communication skills. Therefore, educators should consider incorporating literature circles into classroom instruction to promote students' reading achievements and holistic development.